Dr Meree Reynolds

Dr Meree Reynolds

Macquarie University Special Education Centre

Introduction

Dr Reynolds has been involved in education for over 40 years. She has worked as a primary school teacher, special education teacher and support teacher learning difficulties, as a special education consultant in state and independent schools, as a coordinator of programs for students with learning difficulties and disabilities, and in teacher training as a university lecturer (full-time and part-time), convening and presenting course in special education, literacy and numeracy at Macquarie University and UTS. She has been instrumental in the development of training courses for educators, support materials for teachers and teaching resources. Currently, Dr Reynolds is a member of the MultiLit Research Unit.

Meree has a Master of Arts (Special Education) from Macquarie University(1985-6) and  a PhD, also from Macquarie University (2006-2010), in which she investigated the efficacy of literacy interventions for young struggling readers.

Research Interests

Meree's particular interest has been in the prevention and remediation of reading difficulties. This includes the following aspects:

  • Literacy acquisition
  • Phonemic awareness
  • Phonics
  • Literacy Interventions
  • Response-to-intervention (RTI)

Publications

YearCitation
2011Reynolds, M., Wheldall, K., & Madelaine, A. (2011) What recent reviews tell us about the efficacy of reading interventions for struggling readers in the early years of schooling. International Journal of Disability, Development and Education, 58, 257- 286.
2011Reynolds, M., Wheldall, K., & Madelaine, A. (2011). Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales. Australian Journal of Learning Difficulties, 16, 127-143.
2010Reynolds, M., Wheldall, K., & Madelaine, A. (2010). An experimental evaluation of an intervention for young struggling readers in year one. Special Education Perspectives, 19, 35-57.
2010Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15,1-22.
2009Reynolds, M., Wheldall, K., & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs, and Scull. International Journal of Disability, Development and Education, 56, 17-35.
2009Reynolds, M., Wheldall, K., & Madelaine, A. (2009). Building the WARL: The development of the Wheldall Assessment of Reading Lists, a curriculum-based meaure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties, 14, 89-111.
2007Reynolds, M., Wheldall, K., & Madelaine, A. (2007). 'Meeting Initial Needs in Literacy' (MINILIT): A ramp to MULTILIT for younger low-progress readers. Australian Journal of Learning Disabilities, 12, 67-72.
2007Reynolds, M., Wheldall, K., & Madelaine, A. (2007). Meeting Initial Needs in Literacy (MINILIT): Why we need it, how it works, and the results of pilot studies. The Australasian Journal of Special Education, 31, 147-158.
2007Reynolds, M., Wheldall, K., & Madelaine, A. (2007). Developing a ramp to reading for at-risk Year One students: A preliminary pilot study. Special Education Perspectives, 16, 39-69.
2007Reynolds, M., & Wheldall, K. (2007). Reading Recovery twenty years down the track: Looking forward, looking back. International Journal of Disability, Development and Education, 54, 199-223.
Back to the top of this page